Self-Learning Module for Grade 11

EARTH SCIENCE
STEM
A. Introduction
This Earth Science Module, Lesson 1 explores what comprises our universe.
This considers the historical development, its origin as well as the different theories
which explain how’s and why’s the universe begun. The use of articles/readings
make the lesson interesting and enjoyable. It is expected that the learner can
describe the historical development of theories that explain the origin of the universe.

B. Directions for the User:

This lesson includes Pretest, Procedure/Learning Experience/Learning Activities,
Reflection and Posttest. The learner is expected to take the pretest before going
through Lesson 1. Read the directions carefully before doing all the exercises and
activities. Take the posttest after you have finished the lesson.
C. Pre-test
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. What comprises the universe?
o A. everything that exists
o B. everything in our galaxy
o C. everything in our solar system
o D. the Earth, Moon and our neighboring planets
2. According to the geologist, what is the estimated age of the universe?
o A. 13 million years
o B. 13.8 billion years
o C. 14 billion years
o D. 47 billion years
3. Which of the given Theories below states that all the contents of the universe were
gathered under extreme pressure, temperature, and density into a tiny spot and
exploded 14 billion years ago?
o A. Big Bang Theory
o B. Big Crunch Theory
o C. Steady State Theory
o D. Universal Expansion Theory
4. It is the radiation that fills up all the spaces as a result of the Big Bang.
o A. Cosmic radio background
o B. Cosmic gamma background
o C. Cosmic microwave background
o C. Universal microwave background
5. What branch of natural science deals with the origin, structure, and future of the
universe?
o A. Astrology
o B. Astronomy
o C. Cosmology
o D. Philosophy
D. SLK Proper
I. Learning Experience

Engage
Activity 1
Directions: Read the article “Formation of the Universe” carefully and
write the missing words to complete the statement below based on what
you have read.

Formation of the Universe

Astronomer Fred Hoyle is credited with coining the term ‘Big Bang’ 13.8
billion years ago. These Theories were based on the hypothesis that all the
matter in the universe was created in one Big Bang at a particular time in a remote
past. In the beginning, the Universe was unimaginably hot and dense;
concentrated into a volume smaller than a pinhead. The Universe was then filled
with clouds of mostly hydrogen and helium gas, and light could travel freely for
the first time. This ‘first light’ can be detected today as the Cosmic Microwave
Background. A few hundred million years after the Big Bang, in denser areas of
gas clouds, the first stars and galaxies formed. Our Solar System formed about
4.6 billion years ago from a large cloud of gas and dust called a nebula. The
densest area of the nebula slowly began to collapse. The surrounding gas and
dust, flowing at high speeds, formed a swirling disc. At 4.5 billion years ago, the
creation of the moon started. This time is often referred to as a period of heavy
bombardment (4 billion years ago). The earliest life forms emerged when the Earth
was roughly 1 billion years old (3.5 billion years ago).

1. Astronomer who coined the term Big Bang _________.

2. The universe formed __________ billion years ago.

3. The universe was filled with ______ of mostly _______ and ______ gas.

4. A few hundred million years after the Big Bang, in denser areas of gas

clouds, the first _____________ and _____________ are formed.

5. Our _____________ formed about 4.6 billion years ago from a large cloud

of gas and dust.

Explore
Activity 2

Directions: Read the article carefully and write the year when
extraordinary event happened.

Creating the Universe Timeline

The early life forms on Earth were microscopic bacteria. As this life
developed and harnessed the power of the Sun. Around 200 million years ago the
first mammals appeared on Earth. But they remained fairly small and
inconspicuous until the dinosaurs died out around 66 million years ago. Around this
time, it is thought that a large asteroid or comet impacted Earth. With the dinosaurs
extinct, small mammals thrived, quickly diversifying and growing in size. It was
around 2.5 million years ago that the first ancestors of man appeared on Earth,
followed by the Homo sapiens, our own species, around 200 000 years ago.
Around 5000 years ago, our ancestors built giant structures such as Stonehenge
and just over 406 years ago the telescope was invented and then turned towards
the night sky. With the advent of the Space Age in the twentieth century,
humankind set its sights on exploring beyond Earth. On 12 April 1961 cosmonaut
Yuri Gagarin become the first person to journey into space. Yuri Gagarin’s
adventure in space lasted for just over 100 minutes. Just a few years later, on 21
July 1969, Neil Armstrong became the first person ever to walk on another celestial
body as he took his first step onto the Moon. The European Space Agency’s
Rosetta mission passed by and studied two asteroids, asteroid 21 Lutetia, and
2867 Steins, on its long journey to a comet on November 12, 2014.

Timeline Year

The Universe Began _______________

The Solar System formed _______________
The first step on the Moon _______________
Elaborate
Activity 3

Directions: Read the article carefully and arrange the pictures by putting
numbers 1-15 on corresponding events on the history of the universe.
The earliest life forms emerged when the Earth was roughly 1 billion years
old (3.5 billion years ago). The early life forms on Earth were microscopic bacteria.
As this life developed and harnessed the power of the Sun. Around 200 million
years ago the first mammals appeared on Earth. But they remained fairly small and
inconspicuous until the dinosaurs died out around 66 million years ago. Around this
time, it is thought that a large asteroid or comet impacted Earth. With the dinosaurs
extinct, small mammals thrived, quickly diversifying and growing in size. It was
around 2.5 million years ago that the first ancestors of man appeared on Earth,
followed by the Homo sapiens, our own species, around 200 000 years ago. Around
5000 years ago, our ancestors built giant structures such as Stonehenge and just
over 406 years ago the telescope was invented and then turned towards the night
sky. With the advent of the Space Age in the twentieth century, humankind set its
sights on exploring beyond Earth. On 12 April 1961 cosmonaut Yuri Gagarin
become the first person to journey into space. Yuri Gagarin’s adventure in space
lasted for just over 100 minutes. Just a few years later, on 21 July 1969, Neil
Armstrong became the first person ever to walk on another celestial body as he took
his first step onto the Moon. The European Space Agency’s Rosetta mission passed
by and studied two asteroids, asteroid 21 Lutetia, and 2867 Steins, on its long
journey to a comet on November 12, 2014.
Explain
Activity 4: Structure and composition of the universe

Directions: Read the paragraph below. Complete the graphic organizer with the
needed information.

The universe is the vast expanse of space which contains all of the matter
and energy in existence. It contains all the galaxies, stars, comets, asteroids,
satellites and planets. The exact size of the universe is unknown. Scientist
postulate that the universe is still expanding outward: the result of a violent,
powerful explosion that occurred about 13.8 billion years ago. This explosion is
known as the Big Bang.

Galaxies

Structure and
Composition of the
Universe

asteroid

Evaluate

Activity 5
Directions: Match the theory in Column A with that of Column B. Write the
correct letter on the space provided before each number.
COLUMN A COLUMN B
_____1. Big Bang Theory A. The universe undergoes period of
expansion and contraction
_____2. Oscillating Theory B. The universe does not move
away from each other or in fixed
 position
_____3. Steady state theory C. The universe explodes, and
matter was hurled outward

E. Reflection:

If time itself begun with the Big Bang, what came before the Big Bang? Is there
life before Big Bang? (please write a four to five-liner answer to this question)

________________________________________________________________
___________________________________________________________________
_________________________________________________________.

F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Which of the following objects is the largest?

o A. galaxy
o B. planet
o C. solar system
o D. star
2. What is the current theory on how the universe was created?
o A. Big Bang
o B. little Bang
o C. Solstice
o D. State Theory
3. What can the astronomers infer on the current situation of the universe?
o A. contracting
o B. expanding
o C. fixed in position
o D. Moving randomly
4. Which of the following is not a theory of the universe formation?
o A. Big Bang
o B. Oscillation
o C. Steady State
o D. Universal Expansion
5. Which model suggests that the universe has always looked as it does now and its
overall composition does not change?
o A. Big Bang Theory
 o B. Expansion Theory
o C. Oscillating Theory
o D. Steady State Theory

G. Next Step

Congratulations! You have successfully finished Lesson 1. You may now

proceed to Lesson 2. Please do an advance reading on Solar system or recall your
elementary and junior high school discussions on this topic. Good luck in the next
level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM
A. Introduction
Lesson 2 will explore the solar system. The use of illustration will guide the
learners to name the different components of the solar system. The use of
articles/readings make the lesson self-explanatory and self-directional. It is expected
that the learner can describe the solar system in their own words and identify easily
the different components of the solar system.

B. Directions for the User

The learners are advised to go through the topic, do the suggested activities,
carefully answer learning guide questions and take the posttest after for feedback
and evaluation purposes before going through with lesson 2.

A. Pre-test
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. What is the collection of all materials within the gravitational pull of the sun?
o A. galaxies
o B. milky way
o C. solar system
o D. universe
2. The cloud that was the nebula began to spin as it collapsed due to 
o A. gravity
o B. kinetic energy
o C. angular momentum
o D. gravitational potential energy 
3. Which is the correct order of planets from the sun? 
o A. inner: Venus, Mercury, Mars, Earth; outer: Saturn, Jupiter, Neptune,
Uranus 
o  B. inner: Mars, Venus, Earth, Mercury; outer: Saturn, Uranus, Jupiter,
Neptune
 o  C. inner: Earth, Mercury, Venus, Mars; outer: Saturn, Uranus, Neptune,
Jupiter 
o D.  inner: Mercury, Venus, Earth, Mars; outer: Jupiter, Saturn, Uranus,
Neptune 
4. What is the other term for meteor?
o A. asteroid
o B. comets
o C. meteorites
o D. shooting star
5. Where can we find the asteroid belt?
o A. between Mars and Jupiter
o B. between Mars and Uranus
o C. between Venus and Jupiter
o D. between Venus and Neptune
D.SLK Proper
I. Learning Experience

Engage
What are meteors? Encircle your answer.
A. Meteors are shooting stars.
B. Meteors are falling stars.
C. Meteors are the brightest stars in the sky.

Explore

Activity 1

Directions: Read the article below.

THE SOLAR SYSTEM
The solar system is the collection of all materials within the gravitational pull of
the sun. All the planets, moons, asteroids, comets, meteors (shooting star)
meteorites and other small stellar objects reside within the solar system. The
sun is by far the largest and most influential object in the solar system.

What are the materials in the solar system? Name all of these.
The first two are already given to you.
1. Sun 5. _____________________
2. Planets 6. _____________________
3. ____________ 7. _____________________
4. ____________ 8. _____________________
 Elaborate
Activity 2
Directions: Answer the questions below.
What are the planets between the Jovian planets are outer planets
Sun and the Earth? They are also What are the planets beyond
called inner planets. Earth?
1. ____________________ 1. ___________________
2. ____________________ 2. ___________________
3. ____________________ 3. ___________________
4. ____________________ 4. ___________________

Explain

Activity 3
Directions: Read the paragraph below

THE SOLAR SYSTEM

The solar system consists of eight planets, four inner and four outers. The
inner planets are Mercury, Venus, Earth, Mars which composed primarily of high-
density rock and a solid surface and are also referred to as the Terrestrial
planets. The outer planets are Jupiter, Saturn, Uranus, Neptune also known as
Jovian planets and are much larger than the terrestrials. The gas giants get part
of their name because they are composed primarily of hydrogen and helium
gases of less density. All of the planets orbit within a nearly flat disc called the
ecliptic plane, which supports the Solar Nebula Hypothesis.
 Figure 1
Guide Questions:

1. How many planets are known in our Solar System?

_____________________________________________________________
2. What other objects are found in it?
_____________________________________________________________
3. Are the planets the same in size?
______________________________________________________________

Evaluate

Activity 4
Directions: Match the description in Column A with the planets in Column
B. Write your answer on the space provided before each number.
COLUMN A COLUMN B
_____1. The first and the closest planet A. Jovian
from the sun.
_____2. The largest and the most B. Jupiter
influential object in the solar system.
_____3. The only planet where there is C. Sun
life.
_____4. The largest and outer planet D. Mercury
next to the earth
_____5. Planets larger than terrestrial E. Earth
planets

E. Reflection
Parents are the center of a family. At home, explain who have the strongest
gravitational pull among the members of the family?
 __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. Which planet is closest in size to the earth?
o A. Jupiter
o B. Mars
o C. Uranus
o D. Venus
2. What is the largest planet in the solar system?
o A. Jupiter
o B. Neptune
o C. Saturn
o D. Uranus
3. Where can we find the planets?
o A. Andromeda
o B. Orion
o C. Solar System
o D. Sun
4. What are the components of the solar system?
o A. Planets, moon, galaxy
o B. Planets, moon, asteroids
o C. Planets, universe, constellation
o D. Planets, meteors, universe
5.Lorna saw a streak of light cross the night sky. She called it a “shooting star”. What
did Lorna actually see in the night sky?
 o A. asteroid
o B. comet
o C. meteor
o D. sun

G. Next Step

Congratulations! You have successfully finished Lesson 2. You may now

proceed to Lesson 2a. Please do an advance reading on the different hypothesis
explaining the origin of the solar system or recall your elementary and junior high
school discussions on this topic. Good luck in the next level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM
A. Introduction
Lesson 2a will explore the solar system and how it begun. The use of illustration
will guide the learners to compare the different hypotheses pertaining to the origin of
the solar system. The use of articles/readings make the lesson self-explanatory and
self-directional. It is expected that the learner can discuss the different hypotheses on
origin of the solar system and recognize the strength of the presented hypotheses.

B. Directions for the User

The learners are advised to go through the topic, do the suggested activities,
carefully answer learning guide questions and take the posttest after for feedback
and evaluation purposes before going through lesson 2a.

A. Pre-test
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. What is the collection of all materials within the gravitational pull of the sun?
o A. galaxies
o B. milky way
o C. solar system
o D. universe
2. Nebulas are mixture of molecular gas and_______. 
o A. clouds
o B. dust
 o C. star
o D. tiny particles 
3. When it comes to the formation of the solar system, which view/hypothesis is the
most widely accepted?
o A. Captured Theory
o B. Fission Theory
o C. Nebular Theory
o D.  Tidal Theory
4. Which of these theories was proposed by James Jeans and Harold Jeffreys?
o A. Captured Theory
o B. Fission Theory
o C. Nebular Theory
o D.  Tidal Theory
5. Which of these statements is considered to be true?

o A. Solar System is called as Milky way

o B. Solar system is a collection of star system and planets that are held
together by gravity.
o C. Solar system is the collection of 8 planets and their moons in orbit
around the sun together with asteroids, meteoroids and comet.
o D. Solar system is also called as Cosmos, made up of existing matters and
space considered as a whole.

D.SLK Proper
I. Learning Experience

Engage

Activity 1 What’s in a name?

Directions: This activity will help you know yourself/identity. Write was
is being ask in the six boxes.

When were you Who am I? Where were you

born? born?
________________ _________________

Hobbies/Interests Skills
_______________ NAME ______________
_____________ Name ______________

What would you like to be in What is the meaning of your

in your life? name?
your life?
_________ __________________________
__________________________
 Explore
Activity 2
Directions: Look closely to the three pictures. Answer the guide questions below.

https://www.slideshare.net/Noelle213/solar-48320086

https://www.slideshare.net/jmpalero/earth-and-life-science-theories-on-the-origin-of-the-
solar-system

Elaborate
Guide Questions:

1. How will you describe the Solar System?

_____________________________________________________________
2. What are the different hypotheses on the origin of the solar system?
_____________________________________________________________
3. How is the solar system formed? Which is the most likely hypothesis? Why?
______________________________________________________________

Explain
Why is the Nebular theory the most accepted?
Please read this:
Nebular hypothesis is the most accepted and convincing among the all the
existing hypotheses. The types of objects found within the solar system provide
significant clues and evidence to support the Nebular Theory. First, the types of
Planets and their distributions: with the Rocky planets being close to the Sun, and
Gas Giants planets being far from the Sun, Dwarf Planets or Plutoids, a class of
Dwarf planets, are found far from the Sun. Comets, asteroids, and meteorites
recovered on Earth also provide a number of clues and evidence of Nebular-type
development. And the motions of most solar system objects orbit and rotate in an
organized fashion.

Evaluate
Compare the different hypotheses explaining the origin of the Solar System.
1. Nebular Theory

___________________________________________________________________
___________________________________________________________________
________________________________________________________________

2. Fission Theory

___________________________________________________________________
___________________________________________________________________
________________________________________________________________

3. Capture Theory

___________________________________________________________________
___________________________________________________________________
________________________________________________________________

4. Tidal Theory
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

5. Protoplanet Theory

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

E. Reflection:
Do we really need to know our past? Is it important to know the origins and history of
things? (please write a four to five-liner answer to this question)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.

F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answer each question.

1. Nebulas are mixture of molecular gas and_______. 

o A. clouds
o B. dust
o C. star
o D. tiny particles 
2. Which of these theories was proposed by James Jeans and Harold Jeffreys?
o A. Captured Theory
o B. Fission Theory
o C. Nebular theory
o D. Tidal Theory

3. When it comes to the formation of the solar system, which view/hypothesis is the
most widely accepted?
 o A. Captured Theory
o B. Fission Theory
o C. Nebular Theory
o D. Tidal Theory

4. Which of these statements is true?

o A. Solar system is a collection of star system and planets that are held
together by gravity.
o B. Solar system is the collection of 8 planets and their moons in orbit
around the sun together with asteroids, meteoroids and comet.
o C. Solar system is also called as Milky way.
o D. Solar system is also called as Cosmos, made up of existing matters
and space considered as a whole.
5. What is the collection of all materials within the gravitational pull of the sun?
o A. galaxies
o B. milky way
o C. solar system
o D. universe

G. Next Step
Congratulations! You have successfully finished Lesson 2a. You may now
proceed to Lesson 3. Please do an advance reading on the characteristics of the
Earth that make it habitable or recall your elementary and junior high school
discussions on this topic. Good luck in the next level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM
A. Introduction
In this lesson 3, students will learn the different characteristics of the planet
Earth that can support life, as well as to find meaning for the concept of sustainability
by investigating how certain conditions on the planet make it possible for life to exist
and evolve indefinitely.

B. Directions for the User

The learners are advised to go through the topic, do the suggested activities,
carefully answer learning guide questions and take the posttest after the lesson for
feedback and evaluation purposes before going through lesson 3.

C. Pre-test
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. What protects earth from harmful radiation from the sun?

o A. air
o B. ozone
o C. soil
o D. water
2. Which of the following is not a recipe for life?
o A. gravity
o B. house
o C. soil
o D. water
3. What is the most important characteristics of the planet earth that enables it to
support life? 
o A. plenty of food
o B. enough oxygen
o C. presence of water  
o  D. natural ecosystem
4. What is the place where organisms grow, develop and reproduce?
o A. atmosphere
o B. biosphere
o C. ecosystem
o D. nature
5. What do you call the blanket of air that surrounds the earth?
o A. atmosphere
o B. biosphere
o C. hydrosphere
o D. lithosphere

D.SLK Proper
Learning Experience

Engage
Activity 1
Directions: Answer the following questions

1. For you to live, what are your basic needs? Give at least five.
 ________________ _________________ _________________

________________ _________________ _________________

2. Which among the things that you listed, can’t you live without?

____________________________________________________

Explore
Activity 2

Directions: What makes a planet habitable? There are conditions needed in

order to exist life on earth. These are found below. Find these words from the
puzzle, encircle these conditions horizontally, vertically or diagonally.

A R V H A B W O T U

I T Q W E R G X M K

R D M L K H A Y X S

Z X F O O D G G S O

C V B N S M A E D I

G H J K L P Q N E L

T Y U I O P H X F T

G U K S W A T E R G

Z G A D R T N M R R

O M E T S Y S O C E

Air Atmosphere Ecosystem Food Oxygen Soil Water

Elaborate

Activity 3: Spaceship Earth

Procedure: Design a poster which illustrates that planet earth is a spaceship

with limited natural resources. Use lots of color and imagination to discuss your
spaceship to find out if it has been well designed and to make sure that it would
not run out of any vital material.

The Spaceship Earth

 Explain

Activity 4
Directions: Read the article below.

THE RECIPE FOR LIFE

Earth is so hospitable to life- we would never have evolved enough to wonder
about it if it’s weren’t, but when you start to look at all the things that have come
together in just the perfect way to support plants and animals. Earth like gravity that
is close enough to their star to be warm but not hot that may have liquid water. It’s
not just about air but also the distance from the sun. What is the importance of the
ozone layer? The ozone layer serves as cover that protects earth from harmful
radiation from the sun. The atmosphere is the blanket of air that surrounds the
earth. It has oxygen and other gases that shield animals and plants from harmful
radiation. The magnetic field of ecosystem blessed with a strong and tide up feature
of nature. Are you amazed with the variety of food sources in our environment that
make our planet stable and sustain life?

Guide Questions:
A. What are the main ingredients in the recipe for life for a habitable planet?
1. ________________ 4. ____________________
2. ________________ 5. ____________________
3. ________________ 6. ____________________

B. How does Earth support life?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Evaluate
Directions: Fill in the blanks to complete the statement using the clue. (jumbled
letters)

Earth like ______________ (trgaviy) that is close enough to their star to

be________ (awrm) but not hot that may have liquid ___________ (eawtr). The

atmosphere is the blanket of air that surrounds the earth. It has __________

(goxyen) and other gases that shield animals and plants from harmful radiation. The

____________ (tamgneic) field of ecosystem blessed with a strong and tide up

feature of nature.

E. Reflection

Directions: Write a four to five-liner paragraph to explain the quotation below.

“What we are doing to the forest of the world is but a reflection of what we are
doing to ourselves and to one another.”

________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

___________________________________________________________________

F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. What amazing characteristics of Earth enable it to support life?

o A. pressure
o B. sun
o C. temperature
o D. water

2. Why is Earth able to sustain life?

 o A. because of its shape
o B. because rock cycle never stops
o C. because it allows us to receive radiation
o D. because earth have enough resources unlike other planets

3. What is a place or a community to live in where organisms interact to support life?

o A. atmosphere
o B. biosphere
o C. ecosystem
o D. system

4. The most important thing to support life in order organism to breath is _____.
o A. air
o B. atmosphere
o C. food
o D. water

5. It contains vitamins, minerals that supplies energy to our body?

o A. air
o B. food
o C. sun
o D. water

G. Next Step
Congratulations! You have successfully finished Lesson 3. You may now
proceed to Lesson 4. Please do an advance reading on the four subsystem that
make up the Earth, across whose boundaries matter and energy flow or recall your
elementary and junior high school discussions on this topic. Good luck in the next
level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM
A. Introduction:
Lesson 4 pertains to the learning competency that would engage the students
to explain that the Earth consists of four subsystems, across whose boundaries
matter and energy flow. The activities would enable the students to explain how
matter and energy flow in the subsystems. They would also be able to trace the flow
of matter and energy across the subsystems. This would also help them to internalize
the role of humans in the unstoppable flow of matter and energy in the subsystems.

B. Directions for the user:

This worksheet is intended to be done with a day. Read all the necessary
details such as the competency and objectives that must be achieved upon
completing the tasks. Answer the pretest without browsing the preceding pages.
Make your worksheet clean and organize as possible.
C. Pretest:
Directions: Read and analyze the following questions. Blacken the circle of the option
that best answer each question.
1. Which of the following choices will best complete the sentence below?
“Matter and ______________ move and cycle between the four different
subsystems to make life on Earth possible.”
A. Energy
B. Force
C. Momentum
D. Recycle
2. Which of the following is NOT a way in which nitrogen is introduced to the soil?
A. through animals
B. through fertilizers
C. through plant residues
D. through direct absorption from the atmosphere
3. Which of the following pertains to the processes that move matter from one
sphere to another?
A. Energy equivalent
B. Food web
C. Matter interaction
D. Sphere interaction
4. Which of the following choices will best complete the sentence below?
“Heat from the Sun causes water on Earth to _______________, turn from
liquid into gas and rise into the sky.”
A. Evaporate
B. Precipitate
C. Solidifies
D. Vanish
5. Which of the following pertains to the cycles that serve as pathways by which
chemical substances move through both biotic and abiotic components of Earth?
A. Biogeochemical cycles
B. Chemical cycle
C. Geological processes
D. Sphere interactions

D. SLK Proper
I. Learning Experience

Engage
 Directions: Explain the following sentence. Relate it to your ideas about the
subsystems.

“You are what you

eat, drink, and
breathe”

Explore

Activity 1 Let’s explore the world…

Directions: Color the pictures of the terrarium and aquarium below. Answer
the guide questions that follows.

Figure A Figure B
Guide questions:
1. What subsystems are present in the first picture?
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________.

2. How do you think these subsystems interact with each other?

________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________.

3. What subsystems are present in the second picture?

________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________.

4. How do you think these subsystems interact with each other?

________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________.

5. What matter and energy can be exchanged in the subsystems?

________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________.

6. How do matter and energy flows from the subsystems?

________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________.

Elaborate
 Directions: Using the pictures as a guide, complete the thought of the paragraphs
regarding the interaction and the flow of matter and energy in the subsystems by
writing the correct information.

Hurricanes (1_________) sweep across

the ocean (2___________) and onto the land

(3_________), damaging the dwellings of

people (4__________) who live along the coast.

http://www.itvs.org/risingwaters/

Volcanoes (5_________________) erupt,

sending ash and gases into the air

(6____________________) and sending

lava and ash down onto surrounding forests

(7_____________) and human habitations

(8__________).

Earthquakes (9__________________)
http://apod.nasa.gov/apod/image/9801/earthmoon_big.jpg
can damage buildings which may kill people
(10_________________), as well as cause
fires which release gases into the air
(11_________________). Earthquakes in the
ocean may cause a tsunami
(12______________) which can eventually hit
land and kill both animals and people
(13________________).

Figure F
http://apod.nasa.gov/apod/image/9801/earthmoon_big.jpg

Oceans and lakes 17______________ water that has fallen. Water

evaporates into the sky again and the cycle continues. In a process similar to
sweating, plants lose water which is absorbed into the atmosphere much like
evaporation. The combination of evaporation and 18_______________ is known
as evapotranspiration. Some undergo the process of 19______________.
Wherein it is the process for a solid to transform into a gas directly. The most
common example of sublimation is 20_________ ice (solid carbon dioxide) which
sublimes at normal air temperature. Under certain conditions snow and ice can
also 21_________________.

Figure H.

In the process of 22____________, atmospheric carbon is absorbed by

plants. This carbon is transferred from 23___________ to the 24__________
feeding on them, and further moves up the food chain. 25____________,
26_____________, and 27_______________ of plants and animals result in
some transfer of carbon back to the atmosphere. Some carbon also moves to the
lithosphere when these living organisms die or when wood and leaves decay or
when animals excrete. Some of these living beings buried millions of years ago
have been converted to fossil fuels. 28______________ and burning of fossil
fuels cause this carbon to move from the lithosphere to the atmosphere. Some of
this atmospheric carbon gets dissolved in the oceans and thus, completes the
cycle.
Only a small percentage of the world’s 29_____________ is present in
the atmosphere, only about 0.35 %. This exchange of gaseous oxygen
happens through 30______________. Plant release oxygen into the
atmosphere as a by-product of 31_____________. Animals take in oxygen
through the process of 32_____________. Animals take in oxygen through the
process of respiration. Animals then break down sugars and food. Carbon
dioxide is released by animals and used by plants in the process of 33______.
 The sequence in which nitrogen in the atmosphere is passed into the soil
and life forms, and then released back into the atmosphere, is called the nitrogen
cycle. Nitrogen is introduced to the soil by fertilizers or animal and plant residues.
Bacteria in the soil convert the nitrogen to ammonium and nitrate, which is taken
up by the plants by a process of 34_________________. The process of the
production of ammonia from organic compounds is called
35__________________.  

Ammonification is the process carried out by a variety of microorganisms that

breaks down proteins, amino acids, and other nitrogen-containing compounds in
dead and waste organic matter to form 36__________. 37_____________ is the
process by which ammonia is converted to nitrites and then to nitrates. This process
naturally occurs in the environment, where it is carried out by specialized bacteria.
38__________ is the biological conversion of nitrate to 39______________ gas,
nitric oxide or nitrous oxide. These compounds are gaseous compounds and are not
readily available for 40_______________ growth; therefore, they are typically
released to the atmosphere. 

Explain
Matter and energy move and cycle between the four different subsystems to

make life on Earth possible. The surface of the geosphere, where the rocky part of

the earth is in contact with water, air, and life is generally where the spheres intersect

and affect each other. The processes that move matter and energy from one sphere

to another is called as sphere interactions. Because the spheres are all part of the
same interconnected system, changes in any sphere ultimately affect the other

spheres as well.

https//googl/images/wWBm2R

Figure 8
The four subsystems are closely linked through the biogeochemical cycles

which as the term implies, involves biological, geochemical and chemical factors.

These cycles are pathways by which chemical substances move through both biotic

which is biosphere and abiotic which are lithosphere, atmosphere and hydrosphere,

components of Earth. It allows the circulation of important chemical nutrients that

form and support life – carbon, oxygen, nitrogen, phosphorus, calcium and water –

through the biological and physical world. It also maintains the balance of substances

in the different subsystem of the Earth.

Evaluate
Directions: Read each statement carefully. Shade the circle under column T if the
statement is True and the circle under column F if the statement is false.
T F
1. The Earth is characterized by numerous overlapping cycles in
which matter is recycled.

2. Heat from the Sun causes water on Earth to evaporate turn from
liquid into gas and rise into the sky.
2. Carbon dioxide is released by animals and used by plants in the
process of respiration.

4. In a process similar to sweating, plants absorb water which is

absorbed into the atmosphere much like evaporation.

5. The four subsystems are closely linked through the

biogeochemical cycles.

E. Reflection: Make slogan on how you, as an individual, can contribute to the flow
of matter and energy in the subsystems. Use the space provided below.

F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. A change in one system will affect _______.

A. All other spheres
B. No other spheres
C. It is impossible to tell
D. Only one other sphere
2. When a volcanic eruption spews gases and ash into the air, which two spheres
are interacting.
A. Biosphere and geosphere
B. Biosphere and atmosphere
C. Biosphere and hydrosphere
D. Geosphere and atmosphere

3. When large mines are dug in the ground, the atmosphere, biosphere and
hydrosphere may be subject to changes from ______.
A. Pollution
B. Climate change
C. Vegetation removal
D. Changes in water flow

4. Evaporation helps naturally clean water resources for plants and animals are this
flow of matter and energy are interactions between the
A. Geosphere and biosphere
B. Hydrosphere and biosphere
C. Atmosphere and geosphere
D. Atmosphere and hydrosphere

5. Water availability impacts plant growth and animals who depend on plants for
food shows the flow of matter energy between
A. Atmosphere and biosphere
B. Hydrosphere and biosphere
C. Hydrosphere and geosphere
D. Atmosphere and hydrosphere

G. Next Step
Congratulations! You have successfully finished Lesson 4. You may now
proceed to Lesson 4a to intensify your role as steward of the four-subsystem
concerning the flow of matter and energy. Please internalize the activities on the four
subsystem that make up the Earth, this will awaken your sleeping soul on what is
going on to mother Earth. Good luck in the next level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM

A. Introduction:
This Lesson 4a pertains to the learning competency that would engage the
students to explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow. The activities would enable the students to
determine the four subsystems of the Earth and help them differentiate the
subsystems based on their characteristics. This would also help the students
intensify their roles as stewards of each subsystem.
B. Directions for the user:
This module is intended to be done within a day. Read all the necessary details
such as the competency and objectives that must be achieved upon completing the
tasks. Answer the pretest without browsing on the next pages. Make your worksheet
clean and organize as possible.

C. Pretest:
Directions: Read each statement carefully. Shade the circle under the column T
if the statement is true and the circle under column F if the statement is false.

Statements
T F
1. Earth is a complex system of interacting physical, chemical
and biological processes.

2. The Earth is a system that consists of four major

independent components.

3. Biosphere is the life zone of the Earth.

4. Earth is a dynamic body with many separate, but highly

interacting subsystems.

5. Hydrosphere includes all water on the Earth’s surface only.

D. SLK Proper
Learning Experience:

Engage

Activity 1: Let’s Do It with the Heart…

Directions: Read each riddle carefully. Write the correct answers

by completing the given letter clues.

1. What is it that everyone can divide,

W__T__R
but no one can see where it is divided?
2. What is it that is not burnt on fire,
__C__
and cannot be drowned in water?

3. I am the yellow hem of the sea’s blue skirt. __AN__

4. What has roots as nobody sees,

Is taller than trees,
M__UN__AI__
Up, up it goes,
And yet never grows?

5. What is it that can catch me in the garden

and make me wet, R__I__
but cannot reach me when I am at home?

6. It lands in the evening,

and lies on the earth all night, D__W
but in the morning it flies away.

7. I am mother and father,

but never birth or nurse.
I'm rarely still, __R__E
but I never wander.
What am I?

8. I touch your face,

I'm in your words,
A__R
I'm lacking of space,
and beloved by birds.

9. All about,
but cannot be seen,
Can be captured, but
cannot be held __IN__
No throat,
but can be heard.

10.I fly without wings,

I cry without eyes. C__O__D__
What am I?

Explore
Activity 2
Procedure: Imagine that you are part of NASA’s special mission and you are
tasked to discuss the things needed to replicate the Earth’s system in another
planet. What are the things necessary so that there would be life in that planet?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________________________________________
 Activity 3
Directions: Based on your answers in the first activity, in case you were able to
bring all those materials necessary for life, how would you picture the life and
the structure of the planet ten years after the first inhabitants had reside in that
planet? Draw your answer on the box and explain it in five sentences. Use the
rubric below as your guide in answering the activity.

Example: The life and the structure of the planet (Mars) ten years after the first
inhabitants

RUBRIC
5 4 3 2 1
ELEMENTS Planned The The student The The
OF DESIGN carefully, made artwork did the assignment student did
several shows that assignment was the
sketches, and the student adequately, completed minimum
showed an applied the yet it shows and turned in, or the
awareness of principles lack of but showed artwork
the elements of design planning little evidence was never
 and principles while using and little of any completed.
of design; one or evidence understanding
chose color more that an of the
scheme elements overall elements and
carefully, used effectively; composition principles of
space showed an was art; no
effectively. awareness planned. evidence of
of filling the planning.
space
adequately.
CREATIVITY Artwork is Artwork is Artwork has Artwork
AND Artwork is innovative, thought out the basics appears to
ORIGINALITY innovative, but not and still be in-
completely entirely developed progress.
original, well original, throughout.
thought out, well .
and thoroughly thought
developed. out, and
thoroughly
developed.
CONTENT The content is The content The content The content is The
accurate and is generally is inaccurate or content is
comprehensive. accurate sometimes overly inaccurate
Readers are and inaccurate general. and lack of
likely to gain reasonably or Readers are supporting
meaningful complete. incomplete. unlikely to ideas.
insights about Readers Readers learn anything
the topic. may may learn or may be
develop a some misled.
few insights isolated
about the facts, but
topic. they are
unlikely to
gain new
insights
about the
topic.

Activity 4
Directions: Look at the following figures A, B, C, D. In each picture, identify the
subsystem. Write your answer in the center circle. Then in the circles that surround
the center circle, write the characteristics of the identified subsystem.
Figure A.

Figure B.
 Figure C.

https://www.youtube.com/watch?v=F-W9I-TJtzU

Figure D.

Elaborate
Activity 5
Directions: Make a poster portraying the different sceneries in your locality where
there is a presence of the different subsystems of the Earth. Explain your work in
five to eight sentences. Use the rubric below as a guide in doing the activity.
RUBRIC

5 4 3 2 1
ELEMENTS Planned The The student The The
OF DESIGN carefully, made artwork did the assignment student did
several shows that assignment was the
sketches, and the student adequately, completed minimum
showed an applied the yet it shows and turned in, or the
awareness of principles lack of but showed artwork
the elements of design planning little evidence was never
and principles while using and little of any completed.
of design; one or evidence understanding
 chose color more that an of the
scheme elements overall elements and
carefully, used effectively; composition principles of
space showed an was art; no
effectively. awareness planned. evidence of
of filling the planning.
space
adequately.
CREATIVITY Artwork is Artwork is Artwork has Artwork
AND Artwork is innovative, thought out the basics appears to
ORIGINALITY innovative, but not and still be in-
completely entirely developed progress.
original, well original, throughout.
thought out, well .
and thoroughly thought
developed. out, and
thoroughly
developed.

CONTENT The content is The content The content The content is The
accurate and is generally is inaccurate or content is
comprehensive. accurate sometimes overly inaccurate
Readers are and inaccurate general. and lack of
likely to gain reasonably or Readers are supporting
meaningful complete. incomplete. unlikely to ideas.
insights about Readers Readers learn anything
the topic. may may learn or may be
develop a some misled.
few insights isolated
about the facts, but
topic. they are
unlikely to
gain new
insights
about the
topic.

Explain
Earth is a complex system of interacting physical, chemical and biological
processes. The Earth is comprised of four major subsystems, called the spheres of
the Earth and these are the following: atmosphere, geosphere, hydrosphere, and
biosphere.
 Figure E.

 Atmosphere is the mixture of gases like nitrogen, oxygen, argon, carbon dioxide
and water vapor. Aside from the presence of important gases in the atmosphere,
its relative abundance is also crucial. The air in the atmosphere is generally
composed of 78% nitrogen, 21% oxygen, 0.9% argon and the remaining 0.10% is
made up of different trace gases.

 Geosphere refers to the solid earth. It is composed of naturally – occurring solid

aggregate of minerals, organic material or natural glass called rocks and loose
particles of rocks that blanket the surface of Earth called regolith. It also includes
the geologic landforms such as mountains and hills. Includes all the soil, rocks,
and minerals present in the crust to the core of the Earth.

 Hydrosphere is composed of all the water on Earth in any form: water vapor,
liquid water, and permanently frozen parts called cryosphere. Earth is the only
planet in the solar system that contains water in all three phases.

 Biosphere is comprised of all living things and the areas where they are found. It
includes all microbes, plants, and animals. Most of the life on Earth exist within a
zone less than 20 km wide, where interactions between the lithosphere,
hydrosphere and atmosphere create a habitable environment. It is also in this
zone that the interaction between the different subsystems is most dynamic.

Evaluate

Directions: Read each statement carefully. Shade the circle under column T if the
statement is true and the circle under column F if the statement is false.

T F
1. Atmosphere includes all microbes, plants, and animals.

2. Earth is a complex system of interacting chemical and biological

processes only.

3. Atmosphere is the mixture of gases like nitrogen, oxygen, argon,

carbon dioxide and water vapor.

4. Earth and Saturn are the only planet in the solar system that
contain water in all three phases.

5. The Earth system is much more complex and is composed of

four major geological subsystems that interact with each other to
carry out many natural processes.

E. Reflection
How can you be a better steward of the Earth’s subsystems?

______________________________________________________

_________________________________________________________

_________________________________________________________

F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Which geologic subsystem is comprised of all of the waters on Earth, including

subsurface and atmospheric water?

A. Atmosphere
B. Biosphere
 C. Geosphere
D. Hydrosphere

2. Which subsystem contains all living organisms of Earth, including those on the
land, in the water and air?
A. Atmosphere
B. Biosphere
C. Geosphere
D. Hydrosphere
3. The Florida Everglades is a large, warm wetland with many plants, animals, and
microscopic organisms. Which part of the Earth system includes the water in the
Everglades?
A. Atmosphere
B. Biosphere
C. Geosphere
D. Hydrosphere

4. Which of the following choices will best complete the statement below?

“Biosphere is the global ecological system integrating all living beings and
their relationships, including their ______________ with the elements of the
lithosphere, geosphere, hydrosphere, and atmosphere.”

A. Independence
B. Integration
C. Interaction
D. Interdependence

5. What subsystems are involved in the statement given below?

“Flooding moves soil and rock to new places”

A. Hydrosphere and geosphere
B. Hydrosphere and biosphere
C. Geosphere and biosphere
D. Atmosphere and hydrosphere

G. Next Step
Congratulations! You have successfully finished Lesson Chapter I The Origin
and structure of the Earth. You may now proceed to Chapter II Earth Materials and
Processes, Lesson #1. Good luck and enjoy all the lessons just for you!

Self-Learning Module for Grade 11

EARTH SCIENCE
 STEM

CHAPTER 1

ORIGIN AND STRUCTURE OF THE EARTH

/rcabanding (SDO-Bats. City)

CHAPTER I. ORIGIN AND STRUCTURE OF THE EARTH

Answer Key:
Lesson 1
Pretest Posttest
1. A 1. A
2. B 2. A
3. A 3. B
 4. C 4. B
5. C 5. D
Lesson 2
Pretest Posttest
1. C 1. D
2. A 2. A
3. D 3. C
4. D 4. B
5. A 5. C
Lesson 2a
Pretest Posttest
1. C 1. D
2. B 2. B
3. C 3. A
4. D 4. B
5. B 5. A
Lesson 3
Pretest Posttest
1. B 1. D
2. B 2. D
3. C 3. C
4. C 4. A
5. A 5. B
Lesson 4
Pretest Posttest
1. A 1. A
2. A 2. D
3. D 3. C
4. A 4. A
5. A 5. B
Lesson 4a
Pretest Posttest
1. T 1. D
2. F 2. B
3. T 3. D
4. T 4. C
5. T 5. A